A Culture of Extrinsically Motivated Students: Chemistry

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Jessica Orvis
Diana Sturges
P. Dawn Tysinger
Keenya Riggins
Shainaz Landge

Abstract

Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinisc motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The pilot study targeted approximately 432 students at a large, public four year university enrolled in 9 sections of the class over two semesters. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72 %). The results indicated that students enrolled in Chemistry I classes were extrinsically motivated more than intrinsically motivated. The types of extrinsic motivation identified by students were the least autonomous ones, such as external and introjected regulation.

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How to Cite
Orvis, J., Sturges, D., Tysinger, P., Riggins, K., & Landge, S. (2018). A Culture of Extrinsically Motivated Students: Chemistry. Journal of the Scholarship of Teaching and Learning, 18(1), 43-57. https://doi.org/10.14434/josotl.v18i1.21427
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Author Biographies

Jessica Orvis, Georgia Southern University

Chemistry Department, Associate Professor, Georgia Southern University

Diana Sturges

School of Health and Kinesiology, Associate Professor, Georgia Southern University

P. Dawn Tysinger

Department of Leadership, Technology, and Human Development, Associate Professor, Georgia Southern University

Keenya Riggins

Chemistry graduate from Georgia Southern University, Pharmacy student at Mercer University

Shainaz Landge

Chemistry Department, Lecturer, Georgia Southern University